本研究基於個人建構心理學(Personal Construct Psychology，簡稱PCP)的理論認為：每一個人都創造了個人主觀的世界，所有現象的意義都與個人的建構或解釋有關(kelly,1955)；所以就合作溝通的角度來說，暸解教保人員彼此對相關議題的個人建構並協調之，對合作的品質應會有積極性的貢獻。本研究擬以PCP的訪談技術：三角比較方格(Grids)為基，延伸PCP另一階梯法(laddering)訪談，以個案的方式深入地搜集教保人員的個人構念脈絡，以深溯其核心或統轄性構念(core or superordinate constructs)，嘗試描繪出其專業構念系統的個人化心理建構圖，作為發展管理者輔導合作與溝通之輔助工具之初探。研究結果初步發現，個案的專業構念系統相較於個人家庭角色構念，具有較高的滲透性；也就是說當兩者互相衝突時，個案傾向於調節專業構念系統，以維繫其較統轄的家庭角色構念系統。此一發現是在此職場上的普遍現象或是特例，以及其影響則有待進一步瞭解，對教保專業的管理與輔導之參考亦深具意義。在階梯訪談技術上，本研究亦有在中文用詞上的發現與建議。 This study based on the theory of Personal Construct Psychology as "Man looks at his world through transparent templates which he creates and then attempts to fit over the realities of which the world is composed. \"(kelly,1955). For enchanting the quality of co-operation between the edu-care workers in the day care institute, the understanding profession related issues of individual personal constructs is assumed to be positively contributed to the operation. This study applied the interview approach: using grid for eliciting the basic constructs and then laddering the important constructs up to their core or superordinate constructs, for developing a personal constructs, diagram. The method of case study is also initially exploring the property of laddering approaches for applying the technique as a tool of helping the professional development in the educational context. It hopes to contribute the quality of professional development and the co-operation between the workers in the constructivist institute. One of the initial results shows that the professional constructs hold higher permeability which contrast to the family roles' constructs. In the other words, for the participant in this study as long as her professional constructs are conflicted with her constructs of personal role in family, she tend to modulate her professional constructs. There is need to further examine this finding: how common this is in the edu-care profession, and how is the influences on the professionalism. There are some findings with the technique of laddering itself.
